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Evaluating the Use of Bright Futures Educational Materials with Parents of Young Children with Special Needs

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Title: Evaluating the Use of Bright Futures Educational Materials with Parents of Young Children with Special Needs


1
Evaluating the Use of Bright Futures
Educational Materials with Parents of Young
Children with Special Needs
  • Janel D. Lauer, OTR/L
  • Health Services MPH Candidate
  • University of Washington

2
Bright Futures
  • Initiated by MCHB in 1990
  • Currently sponsored by a variety of national
    agencies
  • Includes parent education component
  • Family Tip Sheets
  • Information on specific areas of child
    development
  • Designed to meet the needs of all families
  • Unknown use with parents who have children with
    special needs

3
Early Intervention
  • Services for children ages 0-3 with identified
    disabilities or delays
  • Includes supporting families and enhancing the
    developmental potential of children
  • Intervention is individualized, and often focused
    on childs specific needs

4
Disability-Related Literature
  • Shifting focus away from medical model
  • Concept of redefinition
  • Allowing parents to provide typical, rather than
    specialized, parenting practices
  • Acknowledging the similarities rather than
    differences between children with special needs
    and their typical peers

5
Current Study Context
  • Boyer Childrens Clinic EI Program
  • Packet of Bright Futures handouts
  • Infancy Family Tip Sheet
  • Communicating with Children
  • Self-Esteem
  • Stimulating Environments
  • Special Time
  • Overall goal to improve parenting skills in order
    to enhance child development

6
Study Objective
  • Conduct a process evaluation of the use of Bright
    Futures materials at Boyer Childrens Clinic
  • Examine underlying assumptions
  • Focus on five domains
  • General Use
  • Content Opinions
  • Relevance for Parents of Children with Special
    Needs
  • Barriers to Use
  • Recommendations

7
Study Design and Methods
  • Cross-sectional, mixed-methods study
  • 30-item Questionnaire
  • Likert scale
  • Multiple choice
  • Open-ended
  • Mailed to families who received packet
  • Initial mailing (105)
  • Reminder postcard
  • Follow-up mailing (77)

8
Preliminary Results
  • To date, 43 response rate (n43)
  • Demographics of respondents
  • Over 90 mothers
  • Average age 35
  • About 80 with at least a Bachelors degree
  • Average age of child 24 months
  • Special needs of children
  • Developmental Delay (72)
  • Speech-Language Delay (58)
  • Physical Disability (26)
  • Visual Impairment (19)
  • Hearing Impairment (5)

9
General Use
  • 75 of respondents read at least one handout
  • Tended to either read all or none of the handouts
  • Who read handouts?
  • 73 indicated Mother
  • 21 indicated Father
  • 9 indicated Grandparent
  • 2 indicated Foster Parent

10
Content Opinions
  • Overall positive ratings of individual handouts
  • Highest ratings of Special Time and
    Communicating with Children
  • Lowest rating of Family Tip Sheet
  • Overall positive opinions about content
  • Generally agreed that handouts were interesting,
    gave ideas about ways to interact, and had
    important information about safety, health, and
    development
  • Did not feel that information was new

11
Relevance
  • Over 80 indicated that the activities mentioned
    were appropriate for their child
  • Open-ended responses revealed concerns about
    relevance
  • Im a little annoyed to be reminded about when
    typical kids start to.....
  • Does a family with an older child with delays
    need to be reminded that typically developing
    children are ahead?

12
Barriers
  • Common reasons for not reading handouts
  • Not having time
  • Already having enough developmental information
  • Misplacing packet
  • Other barriers noted in answers to open-ended
    questions
  • WA State DOH mailings
  • Not age-appropriate for children over 1 year
  • Sense that this was for parents of typical
    children

13
Recommendations
  • Majority of parents would recommend (64)
  • Even parents who personally did not like or did
    not read the handouts felt that they would
    recommend for others
  • Open-ended answers described feeling that the use
    of handouts should depend on the individual child
    and family

14
Limitations
  • Small sample size
  • Low statistical power
  • Homogenous, selective sample
  • Limited generalizability
  • Possibility for measurement error
  • Non-validated survey

15
Conclusions
  • Handouts with information that is less specific
    to developmental stages may be more appropriate
  • Focus on handouts that pertain to all children
  • Special Time
  • Communication
  • Information on specific developmental skills more
    appropriately addressed individually
  • Selective use of handouts versus universal

16
Implications
  • Further research on use of Bright Futures
    materials with parents of children with special
    needs
  • Determination of whether written handouts are an
    effective way to promote redefinition, or if
    other methods may be more appropriate

17
Acknowledgements
  • Thesis Committee Members
  • Marcia Williams, PhD, MPH, PT (Chair)
  • David Grembowski, PhD
  • This work was funded in part by a grant from the
    U.S. Department of Health and Human Services,
    Health Resources and Services Administrations
    Maternal and Child Health Bureau (Title V, Social
    Security Act), grant T76MC00011-21-00.

18
Special Thanks
  • Jean Myers, MPH, PT
  • Bright Futures, University of Washington CHDD
  • Cheryl Buettemeier, MS, CCC-SLP
  • Program Director, Boyer Childrens Clinic
  • Staff and Families at Boyer Childrens Clinic
  • MCH 06 Cohort
  • Family and Friends

19
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